The Preservice Elementary Teacher Affect Scale for Science: A Validation Study

The current study details the creation of a new scale for measuring preservice teachers\u27 positive affect for science, the Preservice Elementary Teacher Affect Scale for Science (PETAS-S). This new instrument is designed specifically to measure the level of positive affect towards the subject of science in preservice elementary teachers. Confirmatory factor analysis reveals the instrument loads on the single factor, positive affect. Reliability is robust, with Cronbach\u27s alpha of .96. Positive affect has shown to predict future levels of engagement in domain specific academic subjects (Ainley & Ainley, 2011) and is expected to aid preservice teachers in understanding the complex relationship between their students\u27 interest and enjoyment of science with their own. This research contributes to the important role of emotion in preservice teachers\u27 attitudes toward the subject of science and how it may affect the way they teach it to their future students

Impact of opioid rescue medication for breakthrough pain on the efficacy and tolerability of long-acting opioids in patients with chronic non-malignant pain

There is little evidence that short-acting opioids as rescue medication for breakthrough pain is an optimal long-term treatment strategy in chronic non-malignant pain. We compared clinical studies of long-acting opioids that allowed short-acting opioid rescue medication with those that did not, to determine the impact of opioid rescue medication use on the analgesic efficacy and tolerability of chronic opioid therapy in patients with chronic non-malignant pain. We searched MEDLINE (1950 to July 2006) and EMBASE (1974 to July 2006) using terms for chronic non-malignant pain and long-acting opioids. Independent review of the search results identified 48 studies that met the study selection criteria. The effect of opioid rescue medication on analgesic efficacy and the incidence of common opioid-related side-effects were analysed using meta-regression. After adjusting for potentially confounding variables (study design and type of opioid), the difference in analgesic efficacy between the 'rescue' and the 'no rescue' studies was not significant, with regression coefficients close to 0 and 95% confidence intervals that excluded an effect of more than 18 points on a 0-100 scale in each case. There was also no significant difference between the 'rescue' and the 'no rescue' studies for the incidence of nausea, constipation, or somnolence in both the unadjusted and the adjusted analyses. We found no evidence that rescue medication with short-acting opioids for breakthrough pain affects analgesic efficacy of long-acting opioids or the incidence of common opioid-related side-effects among chronic non-malignant pain patients

Engagement Strategies for Faculty Teaching Online and Hybrid

This workshop will discuss strategies to communicate, design activities, and provide feedback to improve the connection between you and your students

Leading the Way: A Critical Narrative About the Creation of an Online Professional Development Program

Leading the Way is a narrative examination of how I (the author) built a professional development training program for the hospitality industry in cooperation with my university and numerous hospitality industry leaders from our community. The program was developed over the course of a year by a large team of people working together to create the Hospitality Leadership Program (HLP). My role in the creation of the HLP was that of instructional designer and curriculum developer. The purpose of the narrative is to provide a critical view of the interactions between the fields of instructional design and curriculum development during the creation of a professional program of study between the university and business leaders in the community. Additionally, I offer a critical, metacognitive approach to how the educational doctorate provides information to communities of practice

New Faculty Orientation- Online Learning & Instructional Design (OLITS)

Otis Wilder, Instructional Designer David Brodosi, Associate Director, Online Learning & Instructional Technology Services (OLITS

Preservice Elementary Science Teacher Attitudes Matter: A New Instrument on Positive Affect Toward Science

© 2019, © 2019 Association for Science Teacher Education. This article is focused on the creation of a new scale for measuring preservice teachers’ positive affect for science, the Preservice Elementary Teacher Affect Scale for Science (PETAS–S). This new instrument is designed specifically to measure the level of positive affect toward the subject of science in preservice elementary teachers. Confirmatory factor analysis reveals the instrument loads on a single factor, positive affect. Reliability is robust, with Cronbach’s alpha of.96. Positive affect has been shown to predict future levels of engagement in domain-specific academic subjects and is expected to aid preservice teachers in understanding the complex relationship between their students’ interest and enjoyment of science with their own. This research contributes to the important role of emotion in preservice teachers’ attitudes toward the subject of science and how it might affect the way they teach their future students

Why Don\u27t Students Read My Syllabus?

Excessive student emails making you crazy? Otis Wilder from the CITL and OLITS team will be hosting a workshop to provide helpful strategies to get your students up to speed with course requirements and help to keep your inbox to a minimum

Active Learning: What is it and how can I do it?

Active learning is not new. John Dewey stated, The Teacher and the book are no longer the only instructors; the hands, the eyes, the ears, in fact the whole body, become sources of information, while teacher and textbook become respectively the starter and the tester. Join us for this session to discover what active learning is and discover some great examples of how you can implement the process in your class no matter what discipline you teach